WORKSHOP
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WORKSHOP
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PMET Workshop
on Mathematical Preparation of Elementary Teachers
with
Focus on Ethnomathematics
July 17 – 29, 2005 clik here to apply online This page updated June 16, 2005.
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Program Components: Demonstration class of SIPI students (all Native Americans) Rick Scott, New Mexico State University Sessions led by leading educators, statisticians, and mathematicians
See abstract. -and- The Other Lessons: What Students Keep for Life See abstracts. See abstract.
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Engaging Prospective Elementary Teachers: Creating a Mathematical Community Lew Romagnano, Metropolitan State College of Denver
Abstract: For elementary teachers to be able to provide authentic mathematical experiences for all of their students, it is necessary (but not sufficient) that they have had these experiences themselves. These sessions will describe a pre-service mathematics for teaching program designed to provide these experiences. The three key features of this program are: a curriculum of problems organized around big mathematical ideas; an instructional model that fosters, and uses, students' ideas and argument, explanation and justification; a focus on analyses of children's thinking about the mathematical ideas that underlie the elementary curriculum. Return to Sessions listing |
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DATA, DATA EVERYWHERE, BUT HOW CAN IT HELP US THINK? Richard Scheaffer, Professor Emeritus University of Florida, Gainesville, FL rls907@bellsouth.net Children are surrounded by data. They may think of data as tallying a student’s favorite color, as keeping a record of the number of students present, or as taking measurements, such as arm span or number of books in their school bag, on other students in their classroom. In the information age of today, it is essential that students learn to think quantitatively. Children need to develop data sense -- an understanding that data are more than just numbers. Statistics changes numbers into information.All of these data collection and analysis concepts can be worked into the curriculum in ways that support other topics in mathematics, science and social science. Return to Sessions listing |
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Developing Independent Thinkers Michael Starbird, University of Texas, Austin Abstract. One goal of education is to make our students able to think for themselves. We hope to move them from being consumers of knowledge to producers of knowledge and insight. We can accomplish this transformation systematically by using methods of instruction designed for that purpose. Up-lifting, pain-free Modified Moore Methods can be exceptionally successful at getting students to discover mathematical ideas, to think for themselves, and to raise their standards for understanding. The Other Lessons: What Students Keep for Life
Michael Starbird, University of Texas, Austin Abstract. “Education is what survives when what has been learned has been forgotten.”—B.F. Skinner. The vast majority of our students soon forget the vast majority of the mathematical details they learn in class—(sometimes, in fact, before the final). But mathematical analysis has produced some of the greatest triumphs of human thought and creativity. Let’s design our courses and curricula so that what survives in our students, after they forget, is a mathematical way of clear thinking that is useful for their lives as teachers and people. Return to Sessions listing |
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Fractions for Future Elementary Teachers H. H. Wu, University of California, Berkeley I will discuss the key issues of teaching fractions in school, including the need of precise definitions in every aspect, including addition, multiplication, division, ratio, percent, and rate. I will bring out the importance of complex fractions and their computation algorithms, and why neglecting them is not a good idea. If time permits, I will also discuss the place of fractions in the school curriculum. Return to Sessions listing |
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